Aiding orientation performance in virtual environments with proprioceptive feedback

Bakker, Niels H.; Werkhoven, Peter; Passenier, P.O.

doi:10.1109/vrais.1998.658419

Cited by 18 publications

(14 citation statements)

References 15 publications

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“…These studies show a significant decrease in orientation performance using visual information alone (without concomitant body rotation). In addition, Bakker, Werkhoven, and Passenier (1998) found that participants attempting to rotate 270°in a VE using visual information alone undershot the rotation by 120°(as compared with to a 25°un-dershoot with vision and proprioceptive information combined). Studies that have examined imagined updating have shown similar results (e.g.…”

Section: Differences In Knowledge Acquired From Real and Virtual Envimentioning

confidence: 99%

Spatial knowledge acquisition from maps and from navigation in real and virtual environments

1999

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In this study, the nature of the spatial representations of an environment acquired from maps, navigation, and virtual environments (VEs) was assessed. Participants first learned the layout of a simple desktop VE and then were tested in that environment. Then, participants learned two floors of a complex building in one of three learning conditions: from a map, from direct experience, or by traversing through a virtual rendition of the building. VElearners showed the poorest learning of the complex environment overall, and the results suggest that VE learners are particularly susceptible to disorientation after rotation. However, all the conditions showed similar levels of performance in learning the layout of landmarks on a single floor. Consistent with previous research, an alignment effect was present for map learners, suggesting that they had formed an orientation-specific representation of the environment. VE learners also showed a preferred orientation, as defined by their initial orientation when learning the environment. Learning the initial simple VE was highly predictive of learning a real environment, suggesting that similar cognitive mechanisms are involved in the two learning situations.

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Section: Differences In Knowledge Acquired From Real and Virtual Envimentioning

confidence: 99%

Spatial knowledge acquisition from maps and from navigation in real and virtual environments

1999

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“…Research suggests that physical motion allows better estimates of the magnitude of rotation (Bakker, Werkhoven, and Passenier, 1998). Chance et al (1998) found that natural turns produced significantly higher levels of spatial orientation than manual turns, a fact which has important implications for the choice of VE displays given the results of our experiment.…”

Section: Related Workmentioning

confidence: 63%

Empirical Comparison of Human Behavior and Performance with Different Display Devices for Virtual Environments

Bowman¹,

Datey²,

Ryu

et al. 2002

Proceedings of the Human Factors and Ergonomics Society Annual

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Although a wide range of display devices is used in virtual environment (VE) systems, no guidelines exist to choose an appropriate display for a particular VE application. Our goal in this research is to develop such guidelines on the basis of empirical results. In this paper, we present a preliminary experiment comparing human behavior and performance between a head-mounted display (HMD) and a four-sided spatially immersive display (SID). In particular, we studied users' preferences for real vs. virtual turns in the VE. The results indicate that subjects have a significant preference for real turns in the HMD and for virtual turns in the SID. The experiment also found that females are more likely to choose real turns than males. We suggest that HMDs are an appropriate choice when users perform frequent turns and require spatial orientation.

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“…Most VR is without real inherent energy consumption or proprioceptive and vestibular feedback that would be involved in many real-world tasks. Kinesthetic information, transmitted while walking, would increase spatial orientation in the VE (e.g., Bakker, Werkhoven, & Passenier, 1998;Chance, Gaunet, Beall, & Loomis, 1998) and raise the feeling of presence and immersion (e.g., Slater, Usoh, & Steed, 1995;Usoh et al, 1999).…”

Section: Interaction Devicesmentioning

confidence: 99%

Virtual Reality and its potential for evaluating warning compliance

Duarte

Rebelo

Wogalter

2010

Hum Ftrs & Erg Mfg Svc

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Behavioral compliance is usually considered the best measure of warning effectiveness. Researching behavioral effects is difficult to carry out, however, due to concerns for safety, ethics, and high costs. Researchers cannot expose participants to real hazards while conducting a research. A realistic scenario that appears risky but that actually has no risk is expensive to conduct in terms of money, time, and effort. This article reflects on the potential of Virtual Reality (VR) as a technique to investigate warning effectiveness, particularly behavioral compliance. VR may help to overcome several key constraints that have limited warning compliance research, such as hazards actually being manipulated. This article focuses on two information-processing stages that will most likely benefit from VR: attention and behavior. Increasingly realistic VR can provide high-quality Virtual Environments (VEs) for use in warnings research. VEs can provide ecological validity and experimental control while limiting actual physical harm. Advantages and limitations are reviewed. C

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Aiding orientation performance in virtual environments with proprioceptive feedback

Cited by 18 publications

References 15 publications

Spatial knowledge acquisition from maps and from navigation in real and virtual environments

Spatial knowledge acquisition from maps and from navigation in real and virtual environments

Empirical Comparison of Human Behavior and Performance with Different Display Devices for Virtual Environments

Virtual Reality and its potential for evaluating warning compliance

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